...tập, nghiên cứu, không hề mang bất cứ mục đích kinh doanh nào. Mọi hành động thương mại liên quan tới bản gõ lại này là không hề liên quan tới chúng tôi. Mong các bạn tôn trọng tác giả và tôn trọng ý muốn của chúng tôi. Trong quá trình gõ và biên tập, do trình độ không chuyên, không thể tránh khỏi có sai sót. Xin cảm ơn, chúc các bạn học tốt. 1 Mat Clark – IELTS Speaking IELTS SPEAKING – MAT CLARK Preface During my 5 years as an IELTS examiner in China, I have seen thousands of Chinese IELTS candidates perform OK in the speaking interview. Most people would agree that an OK score in speaking is 5 or 6. Many students now realize that a score of 5 or 6 for speaking is not enough for their study requirements and this is why I wrote this book. Many students spend months preparing for the IELTS speaking test and still find it difficult to score 7 or higher. In fact some candidates actually score lower than they potentially could have scored. There are a few reasons behind this poor performance and these will be discussed in detail throughout this book, but one major factor is the lack of...
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...tập, nghiên cứu, không hề mang bất cứ mục đích kinh doanh nào. Mọi hành động thương mại liên quan tới bản gõ lại này là không hề liên quan tới chúng tôi. Mong các bạn tôn trọng tác giả và tôn trọng ý muốn của chúng tôi. Trong quá trình gõ và biên tập, do trình độ không chuyên, không thể tránh khỏi có sai sót. Xin cảm ơn, chúc các bạn học tốt. 1 Mat Clark – IELTS Speaking IELTS SPEAKING – MAT CLARK Preface During my 5 years as an IELTS examiner in China, I have seen thousands of Chinese IELTS candidates perform OK in the speaking interview. Most people would agree that an OK score in speaking is 5 or 6. Many students now realize that a score of 5 or 6 for speaking is not enough for their study requirements and this is why I wrote this book. Many students spend months preparing for the IELTS speaking test and still find it difficult to score 7 or higher. In fact some candidates actually score lower than they potentially could have scored. There are a few reasons behind this poor performance and these will be discussed in detail throughout this book, but one major factor is the lack of...
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...e-payment systems, which is the subject of my research paper, with another aspect, so that I could conduct my research paper to borrow the idea in security issues during the use of e-payment systems. I proceeded to analyze the selective article, following items, such information and language structures, provided by the Genre Analysis Checklist to collect evidence about the organizational and grammatical features employed in the article. Citation Linck, K., Pousttchi, K., & Wiedemann, D. G.( 2006). Security Issues in Mobile Payment from the Customer Viewpoint. In Proceedings of the 14th European Conference on Information Systems (ECIS 2006), Goteborg, Schweden, 1-11. Introduction The author insists that mobile payment will play an important role in mobile commerce by using the citation of other researchers in the first sentence. And in second sentence the author also cites that the existence of standardized and widely accepted mobile payment procedures is crucial for the development of mobile commerce. These two sentences act as accepted statements of fact related on the general idea. Following the general statement, the author supports that” the mobile payment procedures” possess the relative advantages (i.e., the accessibility...
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...NATIONAL QUALIFICATIONS CURRICULUM SUPPORT French Society, Learning, Employability and Culture. Advice for Practitioners [NATIONAL 5] [pic] This advice and guidance has been produced to support the profession with the delivery of courses which are either new or which have aspects of significant change within the new national qualifications (NQ) framework. The advice and guidance provides suggestions on approaches to learning and teaching. Practitioners are encouraged to draw on the materials for their own part of their continuing professional development in introducing new national qualifications in ways that match the needs of learners. Practitioners should also refer to the course and unit specifications and support notes which have been issued by the Scottish Qualifications Authority. http://www.sqa.org.uk/sqa/34714.html This document includes web links (ie urls) to specific YouTube clips. Please note the following: 1. When you click on these web links you are moving away from the Education Scotland website. Education Scotland is not responsible for content on external websites. 2. As YouTube provides an open forum for users to post comments it is recommended that practitioners check the clips, and any appended comments, in advance so as to assess suitability before directing learners to them. Acknowledgement © Crown copyright 2012. You may re-use this information (excluding...
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...by specific individuals during particular speech events. a) Phonetics Phonology 1)THOUGH-like o in go 2)COUGH-like oo in too 3)ROUGH-like off in offer TH,THAT- struggle to pronounce t and h seperatly C AND K- same as above COLOURED- Struggle to distinguish between separate phonemes PARSNIP-problem with syllable deletion SCRIMP- Struggle with words that are longer 4)PLOUGH-like ow in flower 5)OUGH-like aw in saw Question 2: Grammar and syntax a) Identify the verb tense forms used in each of the texts. In text 5;16 they use a non-fiction explanation, so this falls under the present tense verb. So this means that it is happening NOW. b) Compare the way in which each writer uses the verb tenses. In text 5:16 they use the now verb in text 5:17 they use the past that mostly ends in-end. The comparison is well-non-fiction versus prose-fiction. Being in the now verb, the present to going to the past tense. c) Briefly explain why the writers have chosen the tenses you have identified. To explain the necessity of the text, if you don’t use the verbs like these writers did it would change the whole meaning of the text. The present verb being used to show what is a conservation area were the prose fiction is present in second text. Question 3: Morphology; Language meaning and use a) purpose of the text is to convince people that paying tax is the right thing to do , in this case it was the tax payers money that saved Liezl and Duwayne‟s lives. The...
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...students grammatical structure and make a sentences correctly.This is so important in English because grammar is structure in English. INTRODUCTION:Language courses that teach grammar nearly exclusively.The student to be grammar of the second language users.All tenses student can find in their own native tongue with their correspound users and structure.The student stast rted learning English,the student first need to know some basic rules of the language.Develop a solid foundation in English grammar will not only help create your own sentences correctly but will also make it easier to improve your communication skill in both spoken and written English. GENERAL OBJECTIVES:After having completed the grammar course student will; • Be able to underststand all tenses. • Be able to understand the general rules. • Be able to recognize the past,present and future tenses of regular and irregular verbs. • Be understand of the verb changes. • Be able to understand what it is meaning of the sentences. • Be able to identify the subjects ending verbs. • Be able to write verbs all tenses correctly. • Be able to understand how helping verbs function in verb phrases. • Be able to motivated to use their own intution and their mental abilities. • Be able to analyze and comprehend the lesson and doing the exercises. SPECIFIC OBJECTIVES: • Given the all tenses grammar rule;the student will be able to use grammar rule in the sentences...
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...TO GET + direct object = to obtain, to receive, to buy: To obtain Examples • She got her driving license last week. • They got permission to live in Switzerland. To receive Examples • I got a letter from my friend in Nigeria. • He gets $1,000 a year from his father. To buy Examples • She got a new coat from Zappaloni in Rome. • We got a new television for the sitting room. TO GET + place expression = reach, arrive at a place: Examples • We got to London around 6 p.m. • What time will we get there? • When did you get back from New York? TO GET + adjective = to become, show a change of state: Examples • It's getting hotter. • By the time they reached the house they were getting hungry. • I'm getting tired of all this nonsense. • My mother's getting old and needs looking after. • It gets dark very early in the winter. • Don't touch the stove until is gets cool. TO GET + preposition / adverb is used in many phrasal verbs. Here are some of the most common ones: Examples |Phrasal Verb |Meaning | |get at |try to express | |get away with |escape punishment for a crime or bad action | |get by |manage (financially) ...
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...writing skills. Be that as it may, this class was exactly what I needed to build confidence in my writing. I have discovered many things during this class that I will carry with me while on my journey to obtaining a degree from UMUC. The three most important ones I will be taking away are the proper usage of verb tense throughout my essays, how to come up with and support my thesis, and finally being able to properly alter the tone of my paper effectively based on my audience. Growing up, grammar was never exactly my strongest forte. Throughout my time spent in school I always struggled with the basics of verbs and adjectives, sentence fragments and run-on sentences. Anything and everything with grammar was a hassle for me. For this reason, the fear of writing followed me into college. For example, while writing my initial essay I struggled from beginning to end to use the right verb tense. I was constantly going back and forth from past tense to present tense, and I never noticed it until the professor corrected me on it. Fortunately, when the time came around for my second essay, I was well aware of the issue and was able to use the proper verb tense. For example, I exchanged “am” for the word “was” to take it from present to past tense. Along with that, I also picked up on the ability to use transitional phrases, to my benefit. A lesson in ComFit “The Five Main Categories of Transitional Words and Phrases” definitely helped me understand this technique. An example of this would...
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...Let’s look at muscular tension first, All muscular tension means is as you go down in the splits position your muscles panic because the position is new territory to them and they think (oh I don’t think this is a good idea, this is going to hurt or injure me) The result is as soon as the fear of pain kicks in or your muscles feel uncomfortable they will contract or tense up with all their might to stop you going any further. You have to admire the little buggers because they are only trying to protect you but the fact is your own muscles deliberately stop you from doing what you want to do. So what’s the answer? It is simple all you have to do is learn to control muscular tension so that you can delay and eventually stop your muscles from contracting. How do you control muscular tension? There are several methods and you will use all of them in the 6 weeks to splits plan. One, Waiting out the tension, This one is great because it is so easy but works like magic. All you have to do is slide into your splits position and keep going until your muscles tense up and act like breaks to stop you going any further. When this happens and it will unless you can already do the splits perfectly and I’m guessing you can’t or you wouldn’t be reading this article, then the solution is easy you simply stay in the same position and do nothing but relax and wait out the tension (by the way the muscular contraction that stops you going any further is know as the stretch reflex). When I say relax...
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...Kwok tells the story about a family that emigrates from China to America, and how the Chinese mother struggles to give her daughter, Pearl the life she affords. She is bound to her old culture and protects her daughter through her religion and hers decisions. A first person narrator tells the story, from a mother’s perspective. Her, her husband and her daughter migrated from China when her daughter Pearl was a child. While reading the story we notice, that the narrator shifts in the grammatical tense, which is what structures the plot of the story. In the present narrative tense, we find the mother in some sort of religious state of mind, where she prays to specific gods and spirits, for example “Ah, Amitabha, Buddha of great compassion, I whisper…”(p 2 l. 24). While she finds herself in this state, she is reminded of her family’s, life since they moved from China to America, obviously these parts of the story is told in the past tense. The story begins in the present tense, as a sort of description, where she is reflecting about her daughter, how she wants her to quit dancing, where she afterwards explain the family’s journey to...
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...understandable pronunciation is the main thing. * Secondly, the correct use of the following features will determine the pronunciation grade: 1. basic word pronunciation; 2. linked speech sounds; 3. correct and appropriate sentence stress (i.e., which word or words in a sentence are stressed more than others); and, 4. appropriate use of intonation (rising and falling) to emphasize meaning. * Slightly inaccurate (= unclear) pronunciation is usually understandable if the correct words and grammar are used but slightly inaccurate pronunciation combined with other errors can result in language that is not understandable at all. * American pronunciation is acceptable. Grammar * Basic grammar, especially the verb tenses. Know how to...
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... * War * Try to influence each other * “they” try to catch “us” * “we” try to show independence * “we” try to run away * “we” see what “we” can get out of it/”our” own agenda Freedom * Being alone, not being judge * Explanation * Experience * Setting the rules * No worries The Loneliness…2 * The governor doesn’t really know anything important. * Smith knows the world from another perspective. * His view of Borstal: Ok, basic living condition Teaches him what they´re trying to do to him: scare into being a good citizen/ law-abiding - prepares him to life outside crime – forming him/manipulating him * His hate for everything: in-laws revenge * Why not run away? Not much to complain about * Different kinds of honesty * Running = being alive, being a human * Being dead = not thinking for yourself, being a robot * Power “death”, trapped, dehumanizing. The loneliness… 4 Narrative structure: Duality 1st person narrator/smith´s perspective, the past tense nad the present tense Now: out of the borstal Then: Looking back/ flashbacks, running to train for race. War between “them” and “us” * Never stops...
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...B “...Divorced, Beheaded, Survived” A short story written by Robin Black in 2010. Death is an issue everybody has to face at some point in their lives. The only thing we know for certain as human beings is that we are mortal. We do not know why we are here and how we got here, however we definitely know that someday we are going to die. Nevertheless, death is also a very vulnerable topic and it is difficult to know how to handle it when and we all have different ways of dealing with death. In the short story “...Divorced, Beheaded, Survived” (2010) by Robin Black we meet the I-narrator, Sarah, her husband Lyle and their two children Mark and Coco. The short story deals with themes such as death, memories, childhood and the management of something difficult in life no matter if you are an adult or a child. The title of the short story “Divorced, Beheaded, Survived” is a part of the rhyme “Divorced, beheaded, died, divorced, beheaded, survived” which is used to remember the fates of King Henry VIII’s six wives. In Sarah’s childhood she used to play a game with her older brother Terry and two other kids from the neighbourhood, Molly and Johnny, where they had to play King Henry VIII and Anne Boleyn (King Henry VIII’s third wife). Anne Boleyn was the first wife who was executed wife out of two, out of King Henry VIII’s six wives so when game went on, someone had to behead the one who played Anne. When the played their game over and over again everyone had to rotate...
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...what I am about to do stings in my eyes like incense”. This beginning is in fact the ending of the story, as the decision, that the mother makes, is going to be irreversible. The rest of the story until the end focusses on how the mother came to this crucial decision. Throughout the story, the narrator goes into details about the struggle Perl’s family faced when they immigrated to the United States of America. The narrator uses Pearl’s life as a timeline. Basically, the short story starts in the present tense in the first couple of lines. (ll. 1-8). After which, the text changes into the past tense, as we are introduced to the struggle the family stumbles upon every day. “Pearl was too young, or so I argued[…]” (l. 9). At the end of the story, we are back in present tense: “The monks are ringing the gong”(l.153), where she prays to Buddha about letting her daughter understand why she will take her greatest passion away. Finally, at the very end, the story turns into the future tense, when the mother decides how Pearl´s future is to come. You could argue that the structure of the short story is a bit complicated compared to other traditional short stories. However, in this context, it...
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...Questions: (choose one) ….3-4 page paper, 900 – 1200 words. 1. One of the over-arching themes in Franklin’s Autobiography is that of self-improvement. Franklin intends for his own experience to serve as a model for others. Discuss key ways that Franklin presents his story as an illustration of self-improvement. Is he successful in the attempt? What motivates him toward this attempt? Does he strike you as a self-promoter or a genuinely benevolent man desirous of helping others? In your answer, use specific examples from the book to illustrate your points. A: Opening Franklin Autobiography intention of self improvement B Key ways Franklin presented his story as illustration of self-improvement 1) Stressed education a) Read numerous books b) Improved his writing through self inflicted exercise c) Taught himself about subjects that peaked his interest d) Taught himself French, Italian, Spanish, and Latin 2) Stressed health a) Implemented a vegetarian diet b) Practiced temperance in food and drink c) Discouraged heavy drinking 3) Good work ethic a) Always kept a job even when young b) Always excelled to be best at whatever trade he undertook 4) Never acted hastily always had plan a) Made plans and kept to them b) 5) Mindful of company he kept (friendships, acquaintances) a) Stayed out of bars, and questionable establishments b) Interacted with people that kept the same interest to education, reading, etc...
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